AVALIAÇÃO FORMATIVA NO ENSINO-APRENDIZAGEM DA MATEMÁTICA: O USO DE FEEDBACK ESCRITO COM ALUNOS DE 5.º ANO

The study presented in this article have as main objective to identify the contribution of formative assessment, focusing on the teacher’s written feedback, to the process of teaching and learning of grade 5 students in mathematics. The participants are 45 students who performed mathematical tasks in three moments. In a first moment they solved a task with four questions that are evaluated and commented with written feedback, guiding students to it reformulation and improvement, in the second moment. In the third moment they solve a new task with four similar questions. The results show the relevance and effectiveness of written feedback to improve learning in relation to mathematics procedures and problem solving ability. However, some students reveal low autonomy in analyzing the feedback given, highlighting the importance of this becoming a regular practice in the classroom.